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The study distinguishes learning-focused versus content-focused conceptions and approaches. Based on interview analysis with eight teachers, one teacher showed consonance, while seven showed dissonance through mixed statements. 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One teacher described a consonant relationship, while the other seven described dissonant combinations of learning-focused and content-focused statements.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article emphasize teachers’ roles in implementing peer assessment?",{"text":121,"@type":113},"It argues that teachers’ underlying conceptions and assumptions influence how peer assessment is implemented and how teachers engage with the new method.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596565,1792164948,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CSSHE  \nSCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 44, No. 2, 2014, pages 118-134  \nWhen intentions meet reality: Consonance and dissonance in teacher approaches to peer assessment  \nRagnhild Sandvoll  \nUniversity of Tromsø -TheArtic University of Norway  \nAbstract  \nThis article focuses on teachers’experiences in implementing peer assessment with first semester students. It explores the relationship between teachers’conceptions of teaching and their approach to peer assessment, where both conceptions and approaches are described as being either learning focused or content focused. Drawing upon analysis of interviews with eight teachers, the study found that one had a consonant view of the interrelationship between conceptions of teaching and approaches to peer assessment, while the remaining seven described their conceptions of teaching and their approaches to peer assessment with a combination of learning-focused and contentfocused statements. These statements are labelled as dissonant. Discussion focuses on implications of consonant and dissonant relationships between conceptions of teaching and approaches to peer assessment for implementation of peer assessment; it also addresses academic development issues. The study reveals that when implementing new methods (here, peer assessment), underlying assumptions will impact on the nature of teacher engagement.  \nRésumé  \nCet article porte sur les expériences d’enseignants qui mettent en œuvrel’évaluation par les pairs avec des étudiants du premier semestre. Ony explore la relation entre les conceptions des enseignants sur l’enseignement et leur approche envers l’évaluation par les pairs, ces deux conception et approche étant axées soit sur l’apprentissage, soit sur le contenu. En s’appuyant sur l’analysed’entretiens avec huitenseignants, l’étude a révélé que seulun d’entreeux était favorable à la relation entre les conceptions de l’enseignement et  \nCJHE / RCES Volume 44, No. 2, 2014  \nWhen intentions meet reality / R. Sandvoll 119  \nles méthodes d’évaluation par les pairs, tandis que les sept autres ont décrit leurs conceptions de l’enseignement et leurs méthodes d’évaluation par les pairs avec des déclarations axées sur l’apprentissage et le contenu. Cesdéclarations sont étiquetées comme discordantes. La discussion porte sur les implications des relations concordantes et discordantes entre les conceptions de l’enseignement et les méthodes d’évaluation par les pairs, pour la miseen œuvre de l’évaluation par ceux-ci; elle aborde également les questions de perfectionnement scolaire. D’après l’étude, lorsqu’on applique de nouvellesméthodes, les hypothèses sous-jacentes ont des répercussions sur la qualité de l’engagement des enseignants.  \nIntroduction  \nIncreased attention has been paid to the concept of peer assessment in recent years; Gielen, Dochy, and Onghena (2010) found the number of studies almost tripled since Topping published his review on peer assessment in 1998. Peer assessment can be defined as a form of participative assessment where students grade and/or provide feedback on the works of their peers (Topping, 2009; Vu & Dall’Alba, 2007) .  \nStudies have shown that the way in which peer assessment is prepared and implemented has an impact on the extent to which students engage with and learn from this process (e.g., Black & William, 1998; Gielen et al., 2010). Therefore, the role of the teacher in the peer assessment system is important and worthy of more attention (Van den Berg, Admiraal, & Pilot, 2006) . How teachers conduct peer assessment will depend on several factors, but one factor with a distinct impact is how teachers conceive of their role and how they enact their conceptions in practice. Several researchers have highlighted the relationship between teachers’ conceptions of teaching (i.e., their rationale for teaching) and their approaches to teaching (i.e., how they teach) (Kember & Kwan, 2000; Postareff,","cbCair0qo538rY7q","https://ap.wps.com/l/cbCair0qo538rY7q","pdf",488114,17,"English","# Abstract\n# Introduction\n# Benefits and Challenges of Peer Assessment","[{\"question\":\"What is the focus of the study on peer assessment?\",\"answer\":\"The study focuses on how teachers’ conceptions of teaching relate to their approaches to implementing peer assessment with first-semester students.\"},{\"question\":\"How many teachers participated, and what did the analysis find?\",\"answer\":\"Eight teachers were interviewed. One teacher described a consonant relationship, while the other seven described dissonant combinations of learning-focused and content-focused statements.\"},{\"question\":\"Why does the article emphasize teachers’ roles in implementing peer assessment?\",\"answer\":\"It argues that teachers’ underlying conceptions and assumptions influence how peer assessment is implemented and how teachers engage with the new method.\"}]","When intentions meet reality - Consonance and dissonance in teacher approaches to peer assessment | PDF",1792083311,43]